ABSTRACT
The thrust of this study is to determine the skills required for ICT capacity as perceived by Business Education in Colleges of Education in North East Zone of Nigeria.
In doing this, three (3) purposes identifying 3 ICT tools was proposed as follows – multi-media projection skills, internet skills and word/data processing skill. On the process, three (3) questions and three (3) hypotheses were formulated to guide the study.
Background information was provided in chapter one which explains ICT skills as having the understanding of what computer and other ICT tools are and how they can be used as resource materials to facilitate effective instructional delivery.
And capacity building as activities which strengthens the knowledge, abilities, skills and behavior of individuals and improve institutional structures and processes such that the organization can effectively meet its mission and goals in a sustainable way.
Chapter two was devoted to an indepth discussion of related literature under conceptual framework, theoretical framework, related empirical literature and summary.
Survey research design was used for the study and the population was the 137 Business Education teachers in the 4 Federal and 6 State Colleges of Education in North East Zone of Nigeria. A structured questionnaire containing 89 items was used for data collection.
The response options of the questionnaire were arranged under a five-point rating scale of Very Highly Required (VHR), Highly Required (HR), Averagely Required (AR); Fairly Required (FR) and Not Required (NR) for skills required.
The validity and reliability of the instrument was carried out and Cronbach Alpha Co-efficient of 0.991 was obtained. Mean and standard deviation was used to answer the three research question while t-test was used to analyze the three hypotheses.
The mean was interpreted in relation of real limits of numbers assigned to the response options. Statistical package for social sciences was used to ensure accuracy of the data analyzed.
The result of the data analysis revealed that all the items presented in the questionnaire were required for ICT capacity building as perceived by Business Education teachers.
The three null hypotheses were upheld stating that there is no statistical significant different between the mean responses of teacher in both federal and state Colleges of Education.
It was recommended among other things that Business Education teachers should be retrained from time to time to acquire the ICT skills necessary for using ICT tools for instructional delivery.
TABLE OF CONTENTS
Title page – i
Approval Page – – – – – – – – – ii
Certification Page – – – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgement – – – – – – – – v
Table of contents – – – – – – – – – vi
Table of figures – – – – – – – – – ix
Abstract – – – – – – – – – – x
Chapter I: INTRODUCTION
Background of the study – – – – – – – 1
Statement of the problem – – – – – – – 5
Purpose of the study – – – – – – – 7
Significant of the study – – – – – – – 7
Research question – – – – – – – 8
Hypothesis – – – – – – – – – 8
Delimitations – – – – – – – – 8
Chapter II: REVIEW OF RELATED LITERATURE
Conceptual framework
An overview of Information and Communication Technology – 10
Concept of skill – – – – – – – – 14
Concept of ICT skills – – – – – – – 14
Computer appreciation skills – – – – – – 17
Internet skills – – – – – – – – 20
Office and information technology skills – – – – 25
Capacity building of Business Education teachers – – – 33
Theoretical framework
Performance theory – – – – – – –
43
Learning theory – – – – – – – – 44
Skill acquisition theory – – – – – – – 46
Experiential theory- – – – – – – – 47
Related Empirical Study – – – – – – – 48
Summary of Related Literature Reviewed – – – – – 52
Chapter III: METHODOLOGY
Design of the Study – – – – – – – 54
Area of the study – – – – – – – – 55
Population for the study – – – – – – – 55
Sample and Sampling Technique – – – – – 55
Instrument for data collection – – – – – – 56
Validation of the instrument – – – – – – 56
Reliability of the instrument – – – – – – 57
Method of data collection – – – – – – 57
Method of data analysis – – – – – – – 58
Chapter IV: PRESENTATION OF DATA ANALYSIS
Presentation of tables- – – – – – -60
Findings of the study – – – – – – -76
Discussion of findings- – 77
Chapter V: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary – – – – – – – – – 81
Major findings – – – – – – – – 82
Conclusion – – – – – – – – – 83
Implications of the study – – – – – – – 84
Recommendations – – – – – – – – 85
Limitations – – – – – – – – – 86
Suggestion for further study – – – – – – 86
References – – – – – – – – – – 87
INTRODUCTION
1.1 Background of the study
Effective performance in any given occupation requires acquisition of certain skills and knowledge in that occupation. Skill is important because it enables an individual to do something well.
In the process of teaching business education courses in this era dominated by technology, information and communication technology (ICT) skills are required in order for Business Education teachers to be able to use ICT tools for teaching in business education.
One of the major concerns of Business Education programme is to provide instruction for and about business and to prepare professional teachers to teach business education courses.
Amahua (2011) defined business education as that branch of vocational and technical education which equips the learners with knowledge, skill and attitude which will enable them to function efficiently in the production and consumption of goods and services.
Nwosu (2003) emphasized that business education at tertiary institutions’ level is concerned mainly with the development of skills and knowledge needed to enable an individual function well in the world of work.
In the context of this study, Business Education is a programme of study designed to develop in teachers the skills, ability, understanding, attitude, work habit and information needed by them to enter and make progress in the work environment as offered in Colleges of Education.
Colleges of Education are the “train-the-trainers” institutions established to train and equip teachers for their job.
REFERENCES
Agomuo, E.E. (2005) Modern Office Technology Issues, Procedures and Practice. University of Nigeria Press Limited.
Agwara, I.C. (2011) Instructional Supervisory Skills Agenda for Primary School Heads, and Supervisors’ Development System in Abia State. Nigeria At Fifty Issues, Challenges and Agenda. 1, 34 – 41.
Alison, S.H. (2005) Computer Skills Essential to Break Poverty Cycle. Retrieved http://pdfserve.golegroup.com/pdfserve/getitem/
Ally, M. (2012) Theory and Practice of Online Learning: Foundation of Educational Theory for Online Learning. Athahasca University.
Amahua, S.A. (2009) Business Education Expectations, Status and Improvement Strategies. Journal of Business Education and General Education. 3(1), 139 – 144.
StudentsandScholarship Team
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